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The purpose of this paper is to discuss how an organizational triple bottom line approach can be adapted to increase organizational sustainability in a Spanish school setting and assist school directors, who hold the primary role, in the process of adaptation.

Through synthesising different conceptual approaches, a system model was created based on design models, such as the “Design of results” and the “Cogniscope”, and thereafter managerial triple bottom line theory was adapted to Spanish head teacher practices.

The model shows that although there is no regulated training in school management in Spain, sustainability in schools can be managed by following this or similar strategic models, as long as adequate resources and managerial tools are provided.

The paper discusses how sustainability can be achieved through the organization, management and implementation of already available resources in a school setting. This unique model informs, enables and empowers Spanish head teachers to lead and manage sustainable performances by following triple bottom line approaches.

Terms such as triple bottom line and sustainability are fairly new and have received little attention in the field of education, even though research on organizational sustainability shows positive implications for future generations.

During the last 20 years inclusive practices in primary schools have been promoted by policies and worldwide organisations. Scholars confirm that school leaders have an essential role to play with direct impact on meeting children's needs and that there is a chronic deficiency of research on this issue. The purpose of this paper is to describe how strategic leadership roles implemented by head‐teachers can facilitate the implementation of inclusive policies in the school setting and present possible suggestions through the analysis of leadership theories and literature related to inclusion in primary schools.

The methodology this research employs includes a literature review that conceptualises the roles of leadership positions in inclusive settings. This is structured as an explanatory discourse, drawing on the notion of transformational and visionary leadership as the basis of strategic leadership, in order to identify the important role and strategies of leaders in a primary school setting.

The paper highlights the benefits of exploring the role of leaders in these schools. The paper assumes that organisations are complex structures and the analysis indicates that there is not one single exclusive way of implementing an effective role and that alternatives can be created by adapting a flexible framework. This framework is conceptualised by examples from institutions in which leaders have motivated the improvement of school quality by following the described strategic tools. The implications of this for leadership are that Strategic Intent seems to address the directions of the aims of inclusive leaders: it uses unique strategies and relies on the capability of leaders to encourage further dedication and involvement in the organisation's culture. It is suggested that the key components of this framework which will result in the school setting becoming more inclusive consist of: resource allocation, consistency, strategic planning and cultural considerations.

This paper introduces different strategies that can be explored by school leaders with the aim of being implemented in schools.

This paper has developed a framework to which leaders could adapt their own needs and it assists them in their decision‐making process.